Appropriate Assessment Procedures- Part 3 (PDE: Module 14)
This module discusses how to do preschool evaluations in an accurate and appropriate manner.
Holograms Part 1 (PDE: Module 22)
This module discusses the necessary data and information that must be in every evaluation so that the administrator can feel comfortable giving the child an IEP or not.
Holograms Part 2 (PDE: Module 23)
This module sets the standard for a competent evaluation. Cate presents how to incorporate examples from the evaluation and parent interview into holograms in order to produce a quality evaluation.
How do we Know a Disability Exists? (PDE: Module 27)
This module explains that the administrator must be able to “see” that the child has a disability, based on the data and examples included in the evaluation.
Clinical Judgment/Informed Clinical Opinion Part 2 (PDE: Module 36)
This module further describes where clinical judgment comes from: Linguistic and cultural informants (e.g. teachers, parents, people from the speech community).
Conclusion (PDE: Module 38)
Now that viewers have completed the video module series and learned about the bias and psychometric flaws inherent in standardized tests, Cate asks evaluators to change the clinical practice.
NYCDOE Preschool Evaluations Fall 2011 Memo
This document presents why a shift in approach to disability evaluation of preschoolers from culturally and linguistically diverse backgrounds is needed.
(Vance & Plante, 1994) Selection of Preschool Language Tests: A Data-Based Approach
This article demonstrated that despite the 10 years that had passed between the publication of McCauley and Swisher (1984) and this article, the vast majority of commercially available norm-referenced tests did not provide psychometric measures deemed necessary in order to establish a test as valid.
(McCauley & Swisher, 1984) Psychometric Review of Language and Articulation Tests for Preschool Children
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability.
(Paradis, 2005) Grammatical Morphology in Children Learning English as a Second Language: Implications of Similarities with Specific Language Impairment
This study provided evidence that typically developing children acquiring English exhibit errors on standardized tests that are similar to the performance of monolingual children with specific language impairment.
